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I TITLE of THESIS How Observational Material Might Be Used in A

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I TITLE of THESIS How Observational Material Might Be Used in A TITLE OF THESIS How observational material might be used in a collaborative consultation with teachers to further their understanding of their pupils. NAME OF CANDIDATE: Anne-Marie Wedd DATE OF SUBMISSION: 7th April 2017 'A thesis submitted in partial fulfilment of the requirements of the University of East London for a Professional Doctorate in Child Psychoanalytic Psychotherapy' i Abstract The project was a feasibility study into the usefulness of a collaborative consideration of observational material in an early years special education provision. Children were referred, often for only two terms before returning to their mainstream schools where there was an expectation that the concerns would have been improved or resolved. A Child Psychotherapist observed the classes from behind a screen. These were filmed and then written up later in the tradition of Tavistock young child observation. This material was discussed with the teachers in an exploratory session and then a month later there was a review of this process to see if it had been helpful to the teacher’s thinking about the children. The whole process was repeated to allow for some learning from the first phase to be carried forward. A secondary aim of the study was to explore the aspects of the teacher-pupil relationship that promote learning. This study encompasses the use of observation and video along with consultation in schools to assist work with teachers in early years settings. The themes drawn from the data revealed a passive and active interaction between conscious and unconscious processes as they occurred in the classroom as well as in the discussion of the observations. These themes describe the progression of learning as it was observed. There emerged a preference among the teachers for the filmed material which yielded a rich data set. It highlighted the importance of the relationship between teacher and child and the extent of the non-verbal nature of this communication. The written observations worked as a foil to the acceptability of video and provoked discussion in post observation sessions. Whilst technically and ethically demanding the use of video here revealed an increasing desire and orientation toward visual media and its application in work with vulnerable children. Key Words: Observation, video, visual media, Child Psychotherapist, consultation, special education, early learning ii Acknowledgement I would like to thank the children and staff in the school who participated in this study along with the many others who supported the project and gave generously of their time and experience to assist in its progress and eventual completion. iii Contents 1. Introduction ..................................................................................................................... 6 1.1 Background to the research project .............................................................................. 6 1.1.1 What drew the researcher to this project .............................................................. 7 1.1.2 Child mental health and education policy .............................................................. 8 1.1.3 Latency age children ............................................................................................. 12 1.1.4 The participants .................................................................................................... 14 1.2 Infant and young child observation ............................................................................. 17 1.3 Ethical considerations .................................................................................................. 18 2. Literature review ............................................................................................................ 20 2.1 Use of observation in work with children .................................................................... 21 2.2 Early learning ............................................................................................................... 28 2.3 The Use of Video .......................................................................................................... 35 2.4 Consultation in schools ................................................................................................ 42 3. Methodology .................................................................................................................. 51 3.1 Observation as data ..................................................................................................... 51 3.2 Choice of study design ................................................................................................. 55 3.3 Data collection ............................................................................................................. 56 3.4 Role of the observer in this study ................................................................................ 61 3.5 Choice of methodology ................................................................................................ 63 3.5.1 Thematic analysis .................................................................................................. 63 3.5.2 Ethno-methodological conversation analysis (EMCA) .......................................... 65 3.6 Coding and analysis ...................................................................................................... 66 3.7 Subjectivity ................................................................................................................... 71 3.8 Counter-transference................................................................................................... 72 3.9 Reflexivity ..................................................................................................................... 73 4. Findings – What goes on in the classroom .................................................................... 77 4.1 Theme - Parallel process .............................................................................................. 79 4.1.1 Example one of Parallel process ........................................................................... 79 4.1.2 Example two of Parallel process ........................................................................... 82 4.1.3 Example three of Parallel process ......................................................................... 83 4.2 Theme - Being prepared to learn the child’s mode of communication ....................... 89 4.2.1 Example one of Being prepared to learn the child’s mode of communication .... 89 4.2.2 Example two of Being prepared to learn the child’s mode of communication .... 93 4.2.3 Example three of Being prepared to learn the child’s mode of communication . 97 4.2.4 Example four of Being prepared to learn the child’s mode of communication . 101 iv 4.3 Theme - Teaching of meaning making ....................................................................... 105 4.3.1 Example one of Teaching of meaning making .................................................... 105 4.3.2 Example two of Teaching of meaning making .................................................... 110 4.3.3 Example three of Teaching of meaning making .................................................. 113 5. Findings - How the teachers used the process ............................................................ 118 5.1 Theme - Focus shift .................................................................................................... 119 5.1.1 Example one of Focus shift ................................................................................. 119 5.1.2 Example two of Focus shift ................................................................................. 122 5.1.3 Example three of Focus shift ............................................................................... 125 5.1.4 Example four of Focus shift ................................................................................. 129 5.2 Theme - Daring to be curious ..................................................................................... 131 5.2.1 Example one of Daring to be curious .................................................................. 132 5.2.2 Example two of Daring to be curious .................................................................. 135 5.2.3 Example three of Daring to curious .................................................................... 139 5.2.4 Example four of Daring to be curious ................................................................. 142 5.3 Thoughts about the process ...................................................................................... 143 5.3.1 Helpfulness of the process .................................................................................. 144 5.3.2 Suggestions for the model .................................................................................. 147 6. Summary and Conclusion ............................................................................................ 151 6.1 Evaluation of study design ......................................................................................... 160 6.2 Implications for policy/practice and future research ................................................ 163 7. Bibliography ................................................................................................................. 168 8. APPENDICES ................................................................................................................. 184 v 1. Introduction
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